Published by Taylor & Fancis, Inc.
These authors examine the past and present context of direct instruction for reading instruction. Suggestions are offered for using principles of direct instruction for designing, organizing, and delivering curricula.
Direct instruction has many meanings. Direct instruction is eonomine, meaning roughly something called by the name. One author, Baumann (1984) states, "In direct instruction, the teacher, in a face-to-face, reasonably formal manner, tells, shows, models, demonstrates, teaches the skill to be learned. The key word here is teacher, for it is the teacher who is in command...as opposed to having instruction 'directed' by a worksheet, learning center, or workbook." Duffy and Roehler (1982), however, define direct instruction as "an academic focus, precise sequencing of content, high pupil engagement, careful teaching monitoring, and specific corrective feedback to students." In 1984, Duffy and Roehler changed the previous definition and stated direct instruction to be "little more than efficient management of materials, activities, and pupils." Other definitions of direct instruction focus on academic engaged time, providing examples and application exercises, repeated practice of a skill, using small steps to teach a skill, checking for student understanding, and informing students of what they are doing, why they are doing it, and how they can do it. Typically, the definitions generally "...center on academic activities and involve the teacher's communicating information to students directly and in ways that use instructional time deliberately and efficiently."
Direct instruction for reading does not appear to be favorable among educators at the present time. A paradigm shift has occurred from direct instruction to a whole language instructional approach for teaching reading. Whole language, as compared with direct instruction, is not a method but a set of beliefs. Definitions of whole language focus on beliefs such as: language learning depends on the learner's motivation and self-confidence, children will learn intuitively, and children will continue to learn when there are interesting materials and activities for them. Typically, whole language is considered to be child-centered whereas direct instruction is considered teacher-centered. Direct instruction, however, emphasizes that all children can learn which is demonstrated in its practice.
In direct instruction, program delivery comprises activities and features such as
These features are almost entirely teacher based and are utilized during only one portion of an instructional lesson, when students are receiving the actual instruction.
The most important organizational feature of direct instruction is scheduling time so that it is used efficiently and effectively. Researchers note that teachers must carefully schedule activities so that time isn't spent on settling students down, transitioning between activities, explaining rules, etc. A teacher's time is valuable and should be spent wisely. In addition, program organization also requires the physical setting be arranged so that desks are not too close and distractions are avoided, and instructional materials are ready for use.
Program design features of direct instruction include specifying objectives, devising strategies, developing teaching procedures, selecting examples, sequencing skills, and providing practice and review. Examples of these features include:
Although a single definition for direct instruction does not exist, there are commonalties to the definitions which can benefit teachers as they deliver, organize and design instructional programs.